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Task-based language teaching

Theory of language

-Language is primarily a means of making meaning.

Multiple models of language inform TBI: structural, functional and interactional models of language.

Lexical units are central in language use and language learning.

Learning difficulty can be negotiated and fine- tuned for particular pedagogical purposes Theory of learning

Pedagogical implications

In TBL, tasks are not employed for their own sake but as a means of facilitating learning. Class activities have to be designed so that students have the opportunity to notice how language is used in communication

will require learners to create and interpret messages for which they lack full linguitic resources and prior experience

The skills of guessing from linguistic and contextual clues, asking for clarification and consulting with other learners may also need to be developed

https://www.researchgate.net/publication/323906906_Task-based_language_teaching

Task

Any approach to language pedagogy will need to concern itself with three essential elements: language data, information, and opportunities for practice

A tasks an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome

Pre Task: Teacher introduces the topics

Task Cycle: using the L2

Post task: Feedback